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Collaborative learning linking nursing practice and education - Interview study with master's students and teachers.
Mägi, Liisi; Uibu, Ere; Moi, Asgjerd Litleré; Mortensen, Michael; Naustdal, Kristin; Põlluste, Kaja; Lember, Margus; Kangasniemi, Mari.
Afiliación
  • Mägi L; Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia. Electronic address: liisi.magi@ut.ee.
  • Uibu E; Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia. Electronic address: ere.uibu@ut.ee.
  • Moi AL; Department of Health and Caring Sciences, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway; Institute for Nursing, Faculty of Health Sciences, VID Specialized University, Bergen, Norway. Electronic address: asgjerd.litlere.moi@hvl.no.
  • Mortensen M; Department of Health and Caring Sciences, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway. Electronic address: miahm@hvl.no.
  • Naustdal K; Department of Anaesthesia and Intensive Care, Haukeland University Hospital, Bergen, Norway.
  • Põlluste K; Department of Internal Medicine, Institute of Clinical Medicine, Faculty of Medicine, University of Tartu, Estonia. Electronic address: kaja.polluste@ut.ee.
  • Lember M; Department of Internal Medicine, Institute of Clinical Medicine, Faculty of Medicine, University of Tartu, Estonia; Department of Internal Medicine, Tartu University Hospital, Estonia. Electronic address: margus.lember@kliinikum.ee.
  • Kangasniemi M; Department of Nursing Science, Institute of Family Medicine and Public Health, Faculty of Medicine, University of Tartu, Estonia; Department of Nursing Science, Faculty of Medicine, University of Turku, Finland; Turku University Hospital, The Wellbeing Services County of Southwest Finland. Electroni
Nurse Educ Today ; 139: 106261, 2024 08.
Article en En | MEDLINE | ID: mdl-38796897
ABSTRACT

BACKGROUND:

Collaborative and innovative educational approaches are essential to building nurses' competencies in responding to healthcare challenges and to enhance high-quality nursing practice. Nurses are increasingly learning in various contexts, and thus, the understanding and organising of collaborative learning needs further exploration.

AIM:

To describe collaborative learning in nursing practice and education from the point of view of nurses, involved as students and teachers in master's education in nursing. DESIGN AND

METHODS:

Qualitative study using semi-structured focus groups involving 33 nurses as master's students and teachers from Estonia and Norway. The data were analysed using inductive content analysis.

FINDINGS:

The essence of collaborative learning in the context of nursing practice and education was identified as the aggregation of diverse learners' skills and reflections while working towards shared aims. This fostered the development of workplace competencies, professional attitudes, and personal growth. Organising collaborative learning requires careful planning and synchronisation between clinical and educational organisations.

CONCLUSIONS:

Collaborative learning is an inclusive method, aiding nurses at different phases of their career to gain knowledge and enhance their soft skills, and potentially reducing professional hierarchies. Further research is needed to develop methods for evaluating the outcomes of collaborative learning.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Grupos Focales / Conducta Cooperativa / Investigación Cualitativa / Educación de Postgrado en Enfermería / Docentes de Enfermería Límite: Adult / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: Nurse Educ Today Asunto de la revista: EDUCACAO / ENFERMAGEM Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Grupos Focales / Conducta Cooperativa / Investigación Cualitativa / Educación de Postgrado en Enfermería / Docentes de Enfermería Límite: Adult / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: Nurse Educ Today Asunto de la revista: EDUCACAO / ENFERMAGEM Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido